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Integrating Learner-Centered Theory and Technology to Create an Engaging Pedagogy for K-12 Students and Teachers
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, , George Mason University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, Nevada, USA ISBN 978-1-880094-64-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes how technology and learner-centered theory (Weimer, 2002) were infused into a Master's program for practicing teachers. Our qualitative research question was "What happens to teaching and learning when K-12 teachers use learner-centered theory as a guide for integrating content, pedagogy, and technology into their classrooms?" Teachers interacted with learner-centered theory on two levels: 1) to facilitate their own learning as graduate students and 2) as theory into practice with students in their classrooms. Data sources included written narrative, transcripts of WebCT interviews, and teacher developed technology projects and presentations. Initial findings captured how teachers' enacted Weimer's learner-centered themes at various levels of complexity. Themes that emerged from the technology project were: 1) motivation to learn by teachers and students, 2) student autonomy, and 3) creating a positive classroom climate that promoted student learning.

Citation

Kayler, M. & Sullivan, L. (2008). Integrating Learner-Centered Theory and Technology to Create an Engaging Pedagogy for K-12 Students and Teachers. In K. McFerrin, R. Weber, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2008--Society for Information Technology & Teacher Education International Conference (pp. 5248-5252). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 8, 2019 from .

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